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Monday 8:30am - 7pm Tuesday 8:30am - 7pm Wednesday 8:30am - 7pm Thursday 8:30am - 7pm Friday 8:30am - 7pm Saturday 8:30am - 7pm

https://www.pinnacleblooms.org/

Pinnacleblooms, Opp. Muncipal Park, Near ICICI Bank, Suchitra, Bowenpally, Hyderabad (2025)

04/03/2024

Monday all Smiles at Pinnacle blooms network Suchitra1 facility 04/03/2023

is to eradicate Autism & its allied miseries from the face of earth.

#1. MiraVerse, Books, Shorts, PinnacleTV, Group Therapies, Anganwadi, T-SAT, Awareness Campaigns, Women & Child Welfare Ministry, Plead to enhance child welfare policy to include testing of sensorial conditions, Enablling Scientific Assessment at FREE of COST in do it by YOURSELF Mode, More, More and Many More .. We do educate families about autism so they can identify the problem early and empower their kid to be self-sufficient, have wonderful life plausible during GOLDEN AGE ITSELF.

#2. We do educate entire world around, so everyone knows how to behave / include / adopt / accept/ accommodate kid, person, parents, families going through sensorial conditions such as Autism.

Hundreds of Crores of money being invested in this Public Interest - Most Pressing Issue [ 1 in 10,000 in 1990 to 1 in 32 in 2019 - 31200% epidemic disaster growth of spectrum]

Being professional who is empowering kids .. Everyone is PROUD to be part of

These creatives are not advertisements - These creatives are Sanjeevani, Life Saviours, Fill Hope & Confidence, Removes Pain, Anger, Agony, Save Families from Misery.

Be PROUD you are all part of this activity.

CALL 9100 181 181 for Franchise, Admissions

24x7 | 365 Days | 18 International, National, Regional Language
Whatsapp: https://wa.me/+919100181181

26/02/2024

Monday all smiles on Pinnacle Network Blooms 1 Facility 26th Feb. 2024.

We wish you all a wonderful week ahead. Best empowerment to your kids from #1 Autism Treatment, Child Development, Rehabilitation Centres Network.

Whatsapp: https://wa.me/+919100181181

23/02/2024

A prosthesis that treats palatopharyngeal incompetence is known as a palatal lift prosthesis. A muscle incapacity to adequately close the port between the nasopharynx and oropharynx during speaking and/or swallowing is referred to as palatopharyngeal incompetence. Insufficient closure of the palatopharyngeal port during speech causes hypernasalance, which can make speakers hard to understand or incoherent, depending on how severe it is.[1] The possibility of impaired understandability due to hypernasalance is highlighted when one takes into account that only three phonemes in the English language—/m/, /n/, and /ng/—are spoken with an open palatopharyngeal port.[2] Nasopharyngeal regurgitation of liquid or solid boluses can also be caused by a decreased capacity to close the palatopharyngeal port after swallowing.

22/02/2024

Today Topic: Needs based education

In the Cambridge Papers in ELT research paper due to be published later this month, Effective professional development: Principles and best practice, we’ve set out some basic principles that provide the foundation for successful CPD programmes. These principles form the handy acronym: INSPIRE.

This week, we show you how that second letter: ‘N for Needs-based’, can inspire better practice.
Needs-based means that your professional development programme is built around your specific needs as a teacher. It isn’t ‘one size fits all’, because every teacher is at a different stage in their career, and has different needs for their professional development.

Every founder, investor and startup ‘expert’ talks about the importance of picking a target customer segment and solving a burning unmet need, but beyond telling you to “Go talk to your customers,” they offer no practical advice on how to actually do this.

In university we’re told that ‘finding an unmet need and identifying the group of people who feel this need most acutely’ is called Needs-Based Segmentation. The problem with Needs-Based Segmentation is that — outside of advanced (and extremely expensive) market research agencies — nobody really knows how to do needs-based segmentation. Almost every article you can find on Google just offers a similar vague definition and the same image of some dots grouped by color.

Over the past 2 years, I’ve helped hundreds of organizations — from scaling startups and global tech companies to governments and non-profits — to design and run data-driven research projects that identify the highest priority needs of specific groups of people. I use the same simple set of steps for almost every single project, which I’m going to outline in this article.
The foundation for any successful growth strategy is knowing your market. Unfortunately, many business-to-business (B2B) companies fail to develop a robust method to clearly identify their target customer. As a result, they struggle to realize their true growth potential and often find themselves significantly underperforming in the market, particularly during times of change in competitive landscapes or customer preferences. Why? It’s because customers’ needs are diverse and fluid, and without effective customer segmentation companies fail to know what customers to target and how to win with them. Needs-based segmentation helps guide the way to unlock growth opportunities.

21/02/2024

Insomnia
Insomnia is a sleeping disorder,
The person with insomnia feel difficult to fall asleep, stay asleep, both wake up from several hours,
fatigue and difficulty whole day,
Quality sleep play key role in well being,not getting sleep for more hours create big impact on mental and physical health, not to mention quality of life.
Among sleep disorders, insomnia is a common thing,About a third of all adults report some insomnia symptoms,6 to 10 percent of adults have symptoms,
Insomnia symptoms
waking early and difficult to fall back asleep,
trouble falling asleep after going to bed lack of sleep, including:
fatigue,irritability and other mood changes
difficulty concentrating or remembering things,fatigue
irritability and other mood changes
difficulty concentrating or remembering things,
Insomnia symptoms
You can typically recognize insomnia by the following symptoms:
spending a lot of the night lying awake, worrying you won’t fall asleep
a consistent pattern of interrupted or broken sleep that doesn’t refresh you
trouble falling asleep after going to bed,
irritability and other mood changes
difficulty concentrating or remembering things
Learn more about the effects of insomnia on the body.
Types of insomnia
Experts describe insomnia in a few different ways, depending on its specific characteristics:
Acute insomnia refers to short-term sleeping difficulties that generally last no more than a few weeks.
Chronic insomnia refers to insomnia that affects your sleep for 3 or more days each week on a regular basis, typically for a period of 3 months or longer.
Onset insomnia describes difficulty falling asleep. Trouble getting to sleep might happen as a result of caffeine use, mental health symptoms, or other common insomnia triggers, but it can also develop with other sleep disorders.
Maintenance insomnia refers to trouble remaining asleep once you get to sleep, or consistently waking up too early. This type of insomnia might relate to underlying health and mental health symptoms — but lying awake and worrying you won’t get enough sleep can make it worse.
Behavioral insomnia of childhood involves consistent trouble falling asleep, refusing to go to bed, or both. Children with this condition often benefit from learning self-soothing strategies and following a regular sleep routine.
Insomnia can also be primary (idiopathic) or secondary (comorbid).
Primary insomnia doesn’t stem from any clear cause or existing health or mental health condition. Secondary insomnia, in contrast, relates to underlying causes, including:
chronic pain or illness
mental health conditions like depression or anxiety
shift work,certain medications,insomnia.
Insomnia causes:Typically, the type of insomnia you experience has a lot to do with the underlying causes of insomnia.
Possible causes of acute insomnia, for example, might include:stress

an upsetting.

20/02/2024

Types of autism as per DSM now

Definition:- Autism spectrum disorder (ASD) is a lifelong disability that affects millions of people around the world. People who have autism experience various levels of severity in their condition, characterized by social and communication difficulties, as well as restricted or repetitive patterns of behavior. These levels of autism represent the core traits of the disorder.

DSM Categorization of the Types of Autism:- The Diagnostic and Statistical Manual of Mental Disorder

Levels of Autism
According to the DSM- 5, autism spectrum disorder (otherwise known as autism) has three levels. A person who is diagnosed with autism will also be labeled as being ASD Level 1, ASD Level 2, or ASD Level 3. The autism level they are diagnosed at is based on the severity of their symptoms and primarily based on how much support they need in their everyday life. Level 3 ASD might be considered severe autism.

Level 1 Autism Spectrum Disorder:-
Level 1 Autism is sometimes thought of as the least severe or the mildest form of autism. People with level 1 autism often struggle with some aspects of communication and social interactions. They might have difficulty with small talk or with reading social cues. They may have difficulty making or keeping friends.

Level 2 Autism Spectrum Disorder:-
Someone with level 2 autism might have mostly noticed stimming behaviors (sometimes called restricted or repetitive behaviors). Stimming behaviors aren’t something to get rid of, but it is important to note that stimming behaviors can have a negative impact on one’s quality of life in certain situations.

Level 3 Autism Spectrum Disorder:-
Someone with level 3 autism is considered, by the DSM-5, to “require very substantial support. The person would benefit from more assistance and more accommodations in their daily life – at home, school, work, in the community, in relationships, etc. – in order to function independently and successfully. They might have very challenging behaviors, such as frequent meltdowns, aggression, or self-harm. They might have more frequent and more intense stimming behaviors. They might have difficulties than others.

19/02/2024

Monday all smiles on Pinnacle Network Blooms 1 Facility 12th Feb. 2024.

We wish you all a wonderful week ahead. Best empowerment to your kids from #1 Autism Treatment, Child Development, Rehabilitation Centres Network.

Whatsapp: https://wa.me/+919100181181

19/02/2024

Today Topic:what is E arly intervention and Special education

Early intervention and special education programs provide supports and services to children with disabilities so they can develop, learn, and grow to reach their fullest potential. Early intervention focuses on family engagement and includes specialized services such as physical, occupational, or speech therapy for infants and toddlers with developmental delays or disabilities in their natural environments. Special education programs provide therapies and educational services to preschool and school-age children in the least restrictive environment. FPG's work in early intervention and special education is extensive and conducted at every level of the system (i.e., national, state, and local ). Our technical assistance projects include tools, resources, and processes to support system leaders in building the infrastructure necessary to facilitate practitioners’ use of evidence-based practices to improve outcomes for children with disabilities and their families. Projects also provide faculty and professional development providers with strategies for preparing the early childhood workforce to support the learning and development of young children with disabilities.
Early intervention in special education refers to the proactive approach of identifying and providing support to children with special needs or disabilities before they reach school-going age. This approach is essential as it enables children to receive the necessary support they require in the early stages of their development, thereby helping them to achieve their full potential. In this article, we will discuss the importance of early intervention in special education in detail.
Early intervention has been shown to have a significant impact on children's development and learning outcomes. Children who receive early intervention services demonstrate improved language and communication skills, social skills, cognitive skills, and overall academic performance compared to those who do not receive such support.

Early intervention allows for the early identification of learning difficulties, enabling educators and caregivers to provide targeted and individualized support to children. This approach helps in preventing learning difficulties from becoming more significant and more complex, thus increasing the chances of successful outcomes.

Early intervention programs are designed to support children's social and emotional development, promoting positive behavior and social skills. By providing a nurturing and supportive environment, children with special needs can develop the necessary social and emotional skills, enabling them to form positive relationships with others and succeed in their academic pursuits.

16/02/2024

A voice prosthesis (plural prostheses) is an artificial device, usually made of silicone that is used in conjunction with voice therapy to help laryngectomized patients to speak. During a total laryngectomy, the entire voice box (larynx) is removed and the windpipe (trachea) and food pipe (esophagus) are separated from each other. During this operation an opening between the food pipe and the windpipe can be created (primary puncture). This opening can also be created at a later time (secondary puncture). This opening is called a tracheo-esophageal puncture (TE puncture). The voice prosthesis is placed in this opening. Then, it becomes possible to speak by occluding the stoma and blowing the air from the lungs through the inside of the voice prosthesis and through the throat, creating a voice sound, which is called tracheo-esophageal speech. The back end of the prosthesis sits at the food pipe. To avoid food, drinks, or saliva from coming through the prosthesis and into the lungs, the prosthesis has a small flap at the back. There are two ways of inserting the voice prosthesis: through the mouth and throat (retrograde manner) with the help of a guide wire, or directly through the tracheostoma (anterograde) manner. Nowadays, most voice prosthesis are

placed anterograde, through the stoma.

15/02/2024

Prolonged screentime can have significant impacts on a child's well-being. Excessive use of screens, such as smartphones or tablets, may lead to physical and mental health issues. Extended exposure can strain eyes, disrupt sleep patterns, and contribute to sedentary behavior, potentially leading to health concerns like obesity. Additionally, excessive screentime may interfere with social development, reducing face-to-face interactions. It's crucial for caregivers to establish reasonable screen limits, encourage outdoor activities, and promote a healthy balance between screen use and other essential aspects of a child's life for their overall well-being.

13/02/2024

Today Topic: what need early intervention

Early intervention is a collaborative process intended to help children and their families with developmental delays. This is done through a collection of services and supports designed to enhance the child's development. Early intervention involves a consistent effort of parents, child care providers, Early Intervention specialists, and others involved with the child.

Be informed

Each state provides information and services for Early Intervention. In Pennsylvania, Early Intervention is funded by federal, state, and county funds, public insurance, and many other community resources. County mental health/intellectual disabilities programs administer Early Intervention programs locally for children from birth through age two (infants and toddlers).

Know and use your contacts

Contact the local mental health/intellectual disabilities program or Department of Education serving your area and request information regarding the referral process for Early Intervention (brochures and contact information). Having this information on file allows you to be prepared for families in need. *PA contacts listed on next page.

Document your ideas

Written observations are always important in understanding each child's developmental needs. If you have concerns about a child, be sure to document these by collecting samples of work, written observations that occurred over a period of time, and written examples of the ways you have adapted your work to meet the child's needs.

Support families

It may be difficult for the family to hear concerns about their child. Often parents are frightened and unaware of where to go for help. Use active listening and share resources you have gathered from other agencies that offer support.

And remember, special concerns should be discussed at special meeting times, not at busy transition times. Give families time to plan for the meeting as well as time to absorb what was discussed. Your role will be to work with the family to identify needs, show support, and help contact the designated referral agency, not to label or diagnose the problem.

Determine eligibility

The first step to accessing Early Intervention services is to determine if the child is eligible. With parental permission, preliminary information is gathered by the Early Intervention program, and evaluations (and possibly screenings) are done to determine eligibility by the Early Intervention program.

If services are suggested by the Early Intervention specialists and accepted by the family, speak with both the family and the Early Intervention specialists about being part of the team. Early Intervention specialists are trained to share knowledge and skills to support the child, family, and others working with the child.

The Early Intervention program will assist the team in developing written plans for services. For birth to three years of age, the plan is called Individualized Family Service Plans (IFSP). For children ages three to school age, written plans are called Individualized Education Plans (IEP)

12/02/2024

Developmental Milestones: Birth to 5 Years
This is a collective resource of norms and milestones for speech-language development. SLPs are often asked questions regarding typical age of sound acquisition and development of language. This information will help to answer those questions and provides resources to share with parents and colleagues.

Communication and Feeding Skills

be familiar with what to expect as your child grows and develops;

identify skills to work on with your child and when to get professional assistance;

know when to seek audiology and/or speech-language pathology services; and

gain valuable information and resources to share with your child’s doctor and others.

This is not a screening or diagnostic tool. It is meant to be used to start conversations with your child’s doctor and other professionals in seeking
services or making a referral.

Each child develops uniquely, even within the same family, and may meet certain milestones earlier or later than others. Your child may not reach each milestone until the end of their age range. Talk with your child's doctor if your child does not reach many of the milestones based in their age range.
TYPE OF MILESTONE
Communication (Hearing, Speech, and Language) Milestones
Developmental Milestones :Communication,
Feeding

This is a collective resource of norms and milestones for speech-language development. SLPs are often asked questions regarding typical age of sound acquisition and development of language.
Signs of a Language Disorder:-
Does not smile or interact with others (birth and older)
Does not babble (4–6 months)
Makes only a few sounds or gestures, like reaching (7–9 months)
Does not understand what others say (10 months – 2 years)
Says only a few words (19 months – 2 years)
Does not put words together to make sentences (19 months – 3 years)
Speaks using words that are not easily understood by others (3–4 years)
Has trouble with early reading skills, like pretending to read or finding the front of a book (4–5 years)
What Parents/Caregivers Can Do
Listen and respond to your child.
Talk, read, and play with your child.
Talk with your child in the language you are most comfortable using.
Know that it is good to teach your child to speak a second language.
Talk about what you are doing and what your child is doing.
Children: Signs of a Speech Sound Disorder
Says p, b, m, h, and w incorrectly in words (2–3 years)
Says k, g, f, t, d, and n incorrectly in words (3–4 years)
Produces speech that is unclear, even to familiar people (2–3 years)
Children: Signs of a Voice Disorder
Loss of voice
Uses a hoarse or breathy voice
Speaks with strain and effort

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Monday	8:30am - 7pm
Tuesday	8:30am - 7pm
Wednesday	8:30am - 7pm
Thursday	8:30am - 7pm
Friday	8:30am - 7pm
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